Dose-Response Effects of a Multimodal Physical Activity Intervention on Selective Attention in Schoolchildren from Bogotá

Bibliographic Data

ID15719456
AuthorsJaime Alvarado-Melo (0000-0003-2366-8727, Universidad de La Sabana, corresponding author), Henry León-Ariza (0000-0002-5557-2060, Universidad de La Sabana), Angela Figueroa-Palacios (0009-0006-8423-0875, "Colombian Army Military Academy "General José María Córdova), Adriana Rocío Gutiérrez-Galvis (0000-0002-8010-7128, Universidad Nacional de Colombia), Manuel Riveros-Medina (0000-0002-9682-5677, Universidad Libre de Colombia), Andrés Rosa-Guillamon (0000-0001-5679-0986, Universidad de Murcia), Eliseo Garcia-Canto (0000-0002-6845-6835, Universidad de Murcia)
Year2026
Volume13
Issue3
Pages364-364
Publication date2026-03-04
Open AccessYes
TypeARTICLE
VenueChildren (JOURNAL)
Journal identifiersISSN: 2227-9067 • E-ISSN: 2227-9067
PublisherMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/children13030364
PMID41897077
OpenAlexW7133486022
LanguageEN
References cited27

Background/Objectives : The dose-response relationship between physical activity (PA) and cognitive indicators such as selective attention remains a subject of debate among professionals in education and neuroscience. The aim of this study was to determine the effects of an 8-week multimodal intervention program on selective attention in schoolchildren from Bogotá, Colombia, by comparing different intensities and practice contexts. Methods : A quasi-experimental study was conducted with 267 students aged 8-14 years, divided into four groups: control group (CG n = 69), light physical activity/active breaks (LPA; n = 64), moderate physical activity (MPA; n = 66) and moderate-to-vigorous physical activity (MVPA; n = 68). The intervention was delivered as follows: the control group followed usual school routines; LPA through classroom active breaks (10 min, 3×/day, 3 days/week); MPA during school recess (30 min, 2×/week), and MVPA during physical education classes (90 min, 1×/week). Selective attention was assessed using the d2-R test. Linear Mixed Models (LMMs) were applied to analyze the Group × Time interaction while accounting for the hierarchical structure of the data (students nested within eight schools). Conclusions : Moderate-to-vigorous physical activity (Δ = +17.49) and light-intensity active breaks (Δ = +15.47) were effective in strengthening selective attention. These findings suggest that school-based physical activity should extend beyond physical education classes and incorporate movement-based activities within the classroom

Cognition · Control (management · Intervention (counseling · Multilevel model · Physical activity · Physical education · Selective attention · Children's Physical and Motor Development · Neuroscience, Education and Cognitive Function · Obesity, Physical Activity, Diet

Tools

Open DOIOpen Access